THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENTS ACHIEVEMENT

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THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENTS ACHIEVEMENT

TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT

CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Research Questions
Hypotheses
Purpose of the Study
Significance of the Study
Assumptions of the Scope of the Study/Delimitation
Limitations of the Study
Operational Definitions

CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Framework
Expository/Lecture method in the Teaching of Social Studies
Historical Background of Mastery Learning
Models of Mastery Learning
Empirical Studies on Mastery Learning
Research Evidence on Gender and Academic Achievement
Learner Ability level and its Influence on Learners
Academic Achievement

Summary Review of Literature

CHAPTER THREE:Â METHODOLOGY
Research Design
Population of the Study
Sample and Sampling Procedure
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS
Hypothesis One
Hypothesis Two
Hypothesis Three
Hypothesis Four
Hypothesis Five
Hypothesis Six
Hypothesis Seven
Discussion of Results

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
Suggestions for Further Research
Contributions of this Study to Knowledge

REFERENCES
APPENDICES
1. Table of Specification for 40 Items in Social Studies
2. Pre-Test on Social Studies Achievement Test
3. Post-Test on Social Studies Achievement Test
4. Course Outline

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THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENTS ACHIEVEMENT

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